Teacher Professional Development as a Catalyst for Faculty Development: The Case of a University in China

Michael Agyemang Adarkwah, Yohana Kifle Mekonen, Usama Kalim


Teacher professional development (TPD) is integral for faculty development through quality teacher performances and student outcomes. Prior research on TPD indicates that school leaders at the helm of educational affairs are responsible for implementing and sustaining TPD activities for better school improvement. In the higher education (HE) context, fewer research studies have been conducted on TPD. Most HE institutions still struggle to implement, sustain, and improve TPD in China and significant parts of the world. The qualitative research utilized a case study approach to solicit information from two deans of a selected university faculty in China reputable for its TPD programs. The three key leadership practices explored in this study were; how leadership support TPD, the role of TPD in faculty development, and the challenges of TPD in the HE context. Findings from the study indicate that China's hierarchical structure has positively affected TPD programs in this university due to the Chinese culture and tradition. Clear and concrete policies emerged as an essential step towards TPD implementation. Motivational strategies such as incentives and academic conferences have been identified as integral factors for TPD sustainability. Also, mentorship and collaboration among teachers and other stakeholders were integral to enhancing teachers' research capacity. Educators should ensure the evaluation and supervision of TPD for it to achieve its intended goals.

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DOI: https://doi.org/10.11114/jets.v9i5.5139


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Journal of Education and Training Studies  ISSN 2324-805X (Print)   ISSN 2324-8068 (Online)

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